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Lærernes kognition og praksis vedr. differentiering i tyskundervisningen i det danske gymnasium
No full textHeterogeniteten i gymnasieskolen har pga. samfundsudviklingen og det dermed følgende øgede optag af elever været stigende i en årrække, hvilket har medført et behov for (undervisnings)differentiering. I dette studie blev problemstillingen undersøgt fra et specifikt fremmedsprogligt perspektiv med udgangspunkt i følgende forskningsspørgsmål:1) Hvilke differentieringsrelaterede aktiviteter kan observeres i undervisningen i tysk fortsættersprog B i 1.g.?2) Hvilken indstilling til og viden om (undervisnings)differentiering har lærerne?3) Er der en sammenhæng mellem de observerede differentieringsmønstre og lærernes indstilling og viden?Formålet med studiet var at finde ud af, hvad lærerne gør og tænker for med udgangspunkt heri samt i teori om differentiering og fremmedsprogstilegnelse at udarbejde nogle anbefalinger specifikt til differentiering i fremmedsprogsundervisningen. Desuden kan studiet udsige noget om tidens tendens. Heterogenitetsproblematikkens omfang er som allerede nævnt relativ ny i gymnasieskolen, hvorfor der ikke har været tradition for at skulle arbejde med denne type didaktiske redskaber. Fra officiel side har første indskydelse – i overensstemmelse med dansk tradition – været at løse problemet vha. undervisningsdifferentiering. Spørgsmålet er, om lærerne i gymnasieskolen er enige, eller om de ville foretrække elevdifferentiering. Et tredje formål med studiet var, at undersøge, hvorvidt der er overensstemmelse mellem: 1) praksis og de officielle krav, der stilles til differentiering i tyskundervisningen i gymnasiet; 2) praksis og kognition.For at besvare ovenstående forskningsspørgsmål blev der udarbejdet et casestudie bestående af syv lærere, som blev interviewet, og hvis undervisning blev observeret i en periode på tre uger hver. Disse data blev kodet i NVivo. Derudover blev der lavet en indholdsanalyse af de relevante styrerdokumenter.Undersøgelsen viser, at lærerne differentierer ifm. feedback på elevernes afleveringer, de varierer og udfører selvdifferentiering gennem åbne opgaver, valgmuligheder og småjusteringer på elevernes opfordring. Denne differentiering tager udgangspunkt i metode, interesser, emotioner og niveau. Niveaudifferentieringen er oftest relateret til grammatisk korrekthed eller i form af omfangsdifferentiering. Ud over de ovenfor beskrevne eksempler blev der blot observeret traditionel lærerstyreret differentiering hos én lærer. Lærerne har generelt en relativ bred opfattelse af differentiering, om end traditionel lærerstyreret niveaudifferentiering er mest fremtrædende i deres bevidsthed om differentiering. Dette er i modstrid med, at de ikke i så høj grad udfører denne form for differentiering. En kendsgerning, som lærerne er bevidste om, og som de begrunder med den store arbejdsbyrde, der er forbundet hermed. Dertil kommer, at størstedelen af lærerne pointerer, at de prioriterer andre didaktiske tiltag såsom autenticitet højere
Samarbejde i skolen: En empirisk undersøgelse af, hvordan samarbejde tematiseres i kommunikationen i et kommunalt dansk skolesystem med fokus på, om og hvordan samarbejde bidrager til kobling mellem professionelles praksis og elevers læring
Get PDFAfhandlingen præsenterer en kvalitativ empirisk undersøgelse af samarbejde i skolen. Det undersøges, hvordan samarbejde tematiseres i kommunikationen i et kommunalt dansk skolesystem med fokus på, om og hvordan samarbejde bidrager til kobling mellem professionelles praksis og elevers læring. Undersøgelsen inkluderer data fra 6 policy-dokumenter og 18 kvalitative forskningsinterviews, hvor forvalt ningschefer og -medarbejdere, skoleledere og lærere deltager.
Afhandlingen konkluderer, at samarbejde bidrager til kobling mellem de professionelles praksis og elevers læring, når skoleledelse, ressourcepersoner og lærere sikres tilkoblingsmuligheder, ligesom både forvaltning, skoleledelse, ressourcepersoner og lærere bør garantere tilkoblingsduelighed i forhold ti organisationens dagsorden. Endvidere konkluderer jeg, at alle initiativer skal tilpasses, hvis intentionerne med dem skal opfyldes, og ethvert initiativ skal kobles til den praksis, som i forvejen kendetegner skolen. Det gælder endvidere, at samarbejde mellem forvaltning og skole, men også det indbyrdes samarbejde mellem skoleledelse, ressourcepersoner og lærere, med fordel kan initieres og formaliseres, hvis det skal bidrage til kobling mellem de professionelles praksis og elevers læring
Dannelsesperspektiver om skolemad og måltider: En undersøgelse af læreres tilgange til og opfattelser af skolemadsordninger i København
No full textEnglish summary
Objective
The aim of this dissertation is to study the teachers’ practice and attitude towards school food and meals in EAT-schools and madskoler (food schools) in Copenhagen, as well as the possibility for different forms of food literacy and bildung in more general terms. The EAT and madskole programs, concepts and practices, which is the case of this dissertation, emphasize that eating in schools is more than food and nutrition. The focus is cooking and eating in schools as a pedagogic, social and educational arena. The dissertation wishes to examine how teachers relate to the concepts of EAT and madskoler and which concepts and perceptions of bildung are expressed and practiced among teacher in relation to pupils. The central analytical concepts that are applied to address this question are sociability (selskabelighed) and food as common denominator (mad som fællesnævner) in theories by Georg Simmel, food as the formation of common identity in theories by Claude Fischler and action competence (handlekompetence) in theories by Bjarne Bruun Jensen and Karsten Schnack.
In terms of methodology, fieldwork was carried out in six schools representing different approaches to the implementation of pedagogical aspects of school food. Of the six schools, three are EAT schools and three are madskoler (food schools), and interviews have been conducted with teachers, kitchen staff and headmasters, as well as the director of Københavns Madhus. Qualitative interviews were combined with close observation of teachers’ and pupils’ practices in class, during lunch breaks as well as kitchen activities in order to get a closer contextual understanding of how school food was implemented and practically organized and what kind of social interaction it lead to. A central finding was that there are significant gaps between the pedagogical concepts of EAT and madskoler and the actual understanding of these concepts among teachers as well as the practical ability to implement those concepts. Occasionally there were also notable difference between what informants said about their experiences of the programs and my own observations of how they worked with them in practice. Furthermore, I used the central analytical concepts to identify different forms of bildung and food literacy in the analysis of the empirical data and how they overlapped or were expressed differently by the teachers in and across the two different food programs and concepts.
In terms of method and analysis, I found that my original approach entailing normative ideas that school food programs are largely successful and unproblematic was challenged by my informants, not the least as I spend more time with teachers and pupils. This bias was a consequence of being closely affiliated to the central actors implementing school food in Copenhagen (Københavns Madhus) and the PhD project partly being funded by these actors, having specific interests in the outcome of the research. In order to address this possible bias and risk, I gradually attempted to distance myself from the original preconceptions of these programs’ success and became more critical of ideals and purposes over time as a response to my findings that the programs entail significant flaws and challenges.
The dissertation includes a review of existing research in the field. While some research has been carried out regarding food and eating in a sociological perspective most literature and research concerning food and eating in schools predominantly focus on nutrition or the connection between diet and academic results. Furthermore, not much research focusing on teachers has been carried out in this field which therefore had to be generated and included to understand their role in the implementation of EAT and madskoler.
Conclusion and implications
The study shows that food and eating in schools has a potential as a social and/or educational framework to practice general bildung. But it is often restricted by a lack of common pedagogical goals, lack of time and space for carrying out what teachers see as food bildung and an attitude among teachers towards food and eating as something that takes time from real education. Still, teachers’ attitude and practices are very different from one school to another when it comes to eating with the students. Some teachers use the meal as an arena for teaching life skills and social education. Some perceive food and eating as caring and a social project while other teachers perceive it as a service project for the parents and do not get involved pedagogically or as educators. Overall, the study shows that there is a gap between the ideals and notion of ”maddannelse” (food bildung) which Københavns Madhus and the municipality originally wanted to implement as part of the school lunch programs EAT and madskoler and the everyday understandings, barriers and forms of sociality around food that teachers experience and engage with when they attempt to implement the programs in practice in different schools.
The results of this study indicate that in order to be working more in line with the original goals set out by Københavns Madhus and Copenhagen Municipality, the teachers need clear common pedagogic and didactic goals for eating with the students and when it comes to perceiving the meal as an arena for social education. The results also indicate that a broader inclusion of teachers might help towards integrating the programs at each school, in terms of adapting to the local characteristic of each school with very different demographic and pedagogical traditions. Furthermore, the actors who develop concepts like school lunch programs and researchers within the field of food and education need to look more deeply into the everyday challenges and social aspects of meals and food. Also food as identity formation and the practical work life of the teachers in order to create projects that are considered an asset more than a burden to teachers and to fully understand how terms like food bildung (maddannelse) among others are perceived and made relevant in practice.
Key words
School lunch and teachers, sociability, action competence, food bildung and pedagogics, school lunch as a social arena
Becomings of school-fathers: An Ethnographic Exploration of Migrant Fathers\u27 Experiences and Navigation of Home-School Cooperation
No full textThis PhD dissertation investigates migrant fathers\u27 experiences of home-school cooperation. Based on ethnographic fieldwork in a public school in Copenhagen, a social housing complex and various fathers\u27 groups, the dissertation sheds light on how migrant fathers are navigating the terrain of home-school cooperation differently, and how certain constrains in these interlocutors\u27 lives hindered some fathers from performing as "visible" and "active" fathers - performances, appreciated by the school. The dissertation also identifies a social phenomenon termed as mistrusted masculinity. We see how certain negative controlling images of the Muslim, migrant man, is figuring in political and media rhetoric, where this \u27kind of man\u27 is represented as controlling, a patriarch and as a brake on integration and equality of gender. Migrant fathers express how they, in various ways, had to relate and navigate according to this negative controlling image, in their struggle to be acknowledged as good school-fathers
”Vi ved bedst selv, hvad vi er”: Kollektiv selvopfattelse blandt nordslesvigske krigsdeltagere, 1914-1918
Get PDFFortællingen om det danske mindretal i Tyskland fra 1864-1920 kan efterlade det indtryk, at dansktalende nordslesvigere over en bred kam primært følte sig som ’danskere’. Dette gør sig især glædende i den måde mindretallets deltagelse, erfaringer og selvopfattelse under 1. Verdenskrig udlægges. I det beskedne omfang nordslesvigske soldaters selvopfattelse har været under faghistorisk behandling, har spørgsmålet om netop nationalt sindelag også ofte været i centrum. I modsætning hertil er denne afhandling en mere åben undersøgelse af forskellige former for fællesskabsforståelse i sammenhæng med krigsdeltagelsen, og analysen tager udgangspunkt i en række udvalgte dansksindede nordslesvigske krigsdeltagere
Soil micromorphology at the Viking-Age ring-fortress of Borgring, Denmark: Analysis of samples from the East, North and South Gateways
Get PDFThis report presents the results of soil micromorphological analysis of samples from archaeological deposits uncovered by excavations at Viking-age site of Borgring, on the island of Zealand in eastern Denmark. The study of thin sections has identified different microstratigraphic units in the deposits sampled at the gatesways to the fortress. These suggests accumulation of (colluvial) material mixed with anthropic waste before both the rampart construction and the burning of the wooden gateway structure. The burnt horizon identified in thin section is indicative of rapid and in situ fire. At the top of the sequence, another deposit of (colluvial) material exhibits mini-mal anthropic signature. All in all, this deposit might be reflecting a low-energy, slow soil build-up associated with the presence of animals and people in this landscape after the ring fortress was abandoned
Selected Presentations from the Network of Early Career Researchers in Old Norse (2017-2019)
No full textThis is a selection of posters and presentations as well as introductions to the Network of Early Career Researchers in Old Norse and the meetings in Copenhagen in 2017 and Bergen in 2019. 
The SDC International Report 2020 : Cooperating for Energy Transition
Get PDFThis volume constitutes a collection of research that brings to the fore one of the most important global challenges facing the world today: the energy transition. Addressing this challenge and achieving the sustainable development goals calls for international collaboration, and as the chapters in this report illustrate, bringing together scholars from different disciplines, backgrounds and geographies offers a holistic perspective for a sustainable transition. Moreover, the report simultaneously addresses the development, context, implementation and dissemination of energy transition solutions
Indirect Wave Load Estimates Using Operational Modal Analysis
Get PDFWave loading of offshore structures may pose a governing element to their design and drive the operational conditions. As offshore structures, such as oil rigs and wind turbines, are exposed to the harsh environment at sea, they are pronetofatiguedamage,whichlimitstheiroperationallifetime. Predictingthe wave loading is subject to much uncertainty as it depends on the site-specific metocean conditions and surface properties of the structure. These conditions may change during the lifetime of the installations. It is thus of great interest to monitor the wave loading occurring at actual conditions to ensure that the reliability is maintained. This thesis features methods of indirect measurements of wave loading. Since it is unfeasible to measure the loading directly, operators need to rely on indirect methods instead. This is done by utilizing the information embedded within the vibrations of the structure. By means of output-only system identification techniques, it is possible to decipher these vibrations to obtain an estimate of the loads. The thesis addresses the current state-of-the-art techniques for system identification and, successively, load identification algorithms. Solutions are evaluated in both the frequency domain as well in the time domain. The performance of load identification is demonstrated through multiple experimental campaigns in both dry and wet conditions. It is sought to determine the limitations of the methods under different loading conditions. Attached to this thesis are eight papers which combined span the extent of this study. Chapter6 shows the papers arranged by the suggested reading order
Modelling interactions between groundwater and surface water at catchment-scale influenced by groundwater abstractions and climate change
No full textWith intensifying water crisis, environmental and ecological degradation, as well as ongoing climate change worldwide, integrated water resources management, which considers surface water (SW) and groundwater (GW), is becoming increasingly important. As integrated surface–subsurface hydrological models are capable of simulating water processes in an integrated and holistic fashion, provide spatially and temporally detailed description of the catchment-scale hydrological cycle, enable scenario analysis, and may be coupled with other models (e.g. solute transport model), they are essential and useful tools in integrated water resources management. The SWAT-MODFLOW is such a surface-subsurface model.
Excessive groundwater abstractions can decrease the groundwater table, and thereby affect the aquifer-connected surface water bodies, which may deteriorate the quality of aquatic ecosystems. At the same time, climate change affects inland water ecosystems not only by increasing the water temperatures but also by influencing hydrological processes (e.g. evapotranspiration) and thereby alter the flow regime. The overall objective of my Ph.D. project was to further develop and apply a newly integrated surface-subsurface model SWAT-MODFLOW in order to improve the understanding of SW-GW interactions, and to assess the impacts of groundwater abstractions and climate change on the hydrological regime and on stream biota.
In the first part of my study (presented in manuscript 1), we further developed the SWAT-MODFLOW complex based on the previous publically available version (v.2) to enable the application of a Drain Package and an auto-irrigation routine. To better understand how groundwater pumping wells may influence streamflow patterns, we applied both the semi-distributed SWAT model and the further developed the integrated surface–subsurface hydrological, SWAT-MODFLOW model to a Danish, lowland, groundwater-dominated catchment - the Uggerby River Catchment (357 km2). Both models were calibrated and validated, and an approach based on PEST (Model-Independent Parameter Estimation and Uncertainty Analysis) was developed and utilized to enable simultaneous calibration of SWAT and MODFLOW parameters. The performance of the models when simulating streamflow and the simulated streamflow signals when running four groundwater abstraction scenarios through the two models were analyzed and compared. Both models demonstrated generally good performance of the temporal pattern of streamflow, albeit SWAT-MODFLOW performed somewhat better. In general, the simulated signals of SWAT-MODFLOW appeared more plausible than those of SWAT, and the SWAT-MODFLOW decrease in streamflow was much closer to the actual volume abstracted. The impact of drinking water abstraction on streamflow depletion simulated by SWAT was unrealistically low, and the streamflow increase caused by irrigation abstraction was exaggerated compared with SWAT-MODFLOW.
To quantitatively assess the effects of groundwater abstractions and climate change on the hydrological regime and on stream biota, we combined the SWAT-MODFLOW model with novel nationwide-scale flow-biota empirical models for three key biological taxonomic identities (fish, macroinvertebrates, and macrophytes). We applied the integrated approach to the Uggerby River Catchment and assessed to what extent the flow regime and key biota in stream segments of different sizes may be altered by groundwater abstractions and climate change. In the second part of my study (presented in manuscript 2), we therefore analyzed and assessed the impacts of the present level of groundwater abstractions and a scenario with extreme groundwater abstraction for three subbasin outlets representing stream segments of different sizes. The current groundwater abstraction level had only minor impacts on the flow regime and stream biotic indices at the three subbasin outlets. The simulated extreme abstractions, however, led to significant impacts on the smallest stream but had comparatively minor effects on the larger streams. The fish index responded most negatively to the groundwater abstractions, followed by the macrophyte index, decreasing, respectively, by 23.5% and 11.2% in the small stream in the extreme groundwater abstraction scenario. No apparent impact was found on the macroinvertebrate index s in any of the three subbasin outlets.
In the third part of my study (presented in manuscript 3), we analyzed and assessed the effects of predicted climate change towards the end of this century in two climate change scenarios of different greenhouse gas emission levels (RCP2.6 and RCP8.5) for all subbasin outlets classified into streams of three size classes, and we compared the results with the reference period (1996-2005). The overall streamflow and groundwater discharge in the catchment decreased slightly in the RCP2.6 scenario, while it increased in the RCP8.5 scenario. The differently sized streams underwent different alterations in flow regime and also demonstrated different biotic responses to climate change as represented by the fish and macrophyte indices. Large and some small streams suffered most from climate change, as the fish and macrophyte quality indices decreased up to 14.4% and 11.2%, respectively, whereas these indices increased by up to 14.4% and 6.0% respectively, in medium and some small streams. The climate change effects were larger in the RCP8.5 scenario than in the RCP2.6 scenario, as expected.
In conclusion, the further developed SWAT-MODFLOW model calibrated by PEST provided a better hydrological simulation performance and much more realistic signals relative to the semi-distributed SWAT model when assessing the impacts of groundwater abstractions for either irrigation or drinking water on streamflow; hence, it has great potential to be a useful tool in water resources management in groundwater-dominated catchments. The novel approach of combining SWAT-MODFLOW and flow-regime biota models is a useful tool to quantitatively assess the effects of groundwater abstractions on stream biota and thereby support water planning and regulations related to groundwater abstractions. To the best of my knowledge, the third part of my study is the first to quantitatively assess the impacts of streamflow alterations induced by climate change on stream biota beyond specific species, which would assist in water planning and regulations in the response to the challenges posed by climate change